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Oct 14, 2012 5:00am PDT
traditionally have been educators. there was a time when we were teaching grade school, high school, a few people in college. but i, as it were came of age right at the end of vatican two and one of the things that we realized was we needed sisters prepared theologically to think about our own life as well as to teach. so i was sent to study theology. and as we say the rest of history. i've been doing it ever since. but all of us are educated, if you want to put it in term of of academics for whatever we want to do. we're not all teachers in the sense of being in the classroom somewhere. although a fair number of us are. so we're all engaged in preaching the gospel, most of us through some form of helping other people to come to understand the faith and practices and live it better. so it might bun usual that i'm teaching at the graduate level in theology. but the teaching part of it the academic part of it is not. >> it's been there. how many sisters if your order. >> about 400. how many nuns are there in the united states? >> that's very hard. you so take attendance everyday. but we esti
Oct 7, 2012 5:00am PDT
other people are and it's been wonderful having you here. and you are an educator, you taught for a number of years, doctorate in english literature. but you always found -- you had a home, you said -- and a parish where you said mass. >> oh, yes. >> so you never let yourself get away from being a parish priest. do you feel that same way today? >> i do very much. i think -- well, it's interesting, even the theologians call being a bishop the fullness of the priesthood. it's the same priesthood that the priests exercise, the same sacraments that the deacons receive, we all cooperate in different ways and in different dimensions to the life of the church. so it isn't just being out there alone performing. it's being together in shepherding and caring for the people. >> we have just a little bit of time for you to tell us what's in the future for you. >> retirement. >> or that time when you get away from the administration as we say. >> after the new archbishop is installed, i will move into the -- what's called the archbishop's house on the grounds of the st. patrick's seminary in men
Oct 10, 2012 7:30pm PDT
that into another analogy, or just an insight into religion and education - may have used it, may not, but here, we'll use it again. education and religion - educational institutions are at the same time institutions of stability and control. at the same time, educational institutions are foundations for innovation, for transcendence - knowledge is an extraordinary power. and that's why we have these colleges and universities, so that people like me and my administrative buddies upstairs can control this very dangerous process. religion is exactly the same way - it's an enormous power. and so we ritually, we have this instinct, as you're bringing out, janet, is there's an instinct to want to use it to control and to have stability at the same time, just as knowledge is always going to create a transcendence it has to if it's real - the creation and extending of knowledge, which we ideally do at a university, is powerful stuff. well, the same thing in religion. let me jump onto these notes and then we'll get to you, barbara, because i want to do my civil religion notes, and then i'll f
Oct 11, 2012 11:30am PDT
first," is at the heart of this policy. itces controls on education and employment and extends across the entire range of social relations. after the race riots in the '60s, the government decided that they had to break that identification. they had to bring malays into the city, into the growing manufacturing, into the future of the country and build one malaysia that way, that if they just left them as the poor farmers out in the countryside, it was going to be nothing but trouble. and so their policies made malay the national language. they saved the university positions for the malays; they made the schools in malay; they put all the... the banking was for malay. companies had to be malay, and then they might hire chinese subcontractors to do the actual printing. but the printing/publishing companies had to be malay. and so the chinese who had been wealthy-- a lot of them left to canada and to singapore. for the chinese who remained, however-- they stayed in an economy that was growing in prosperity, a country that was growing. and it's not as though their land or their money or a
Search Results 0 to 3 of about 4